Thorney Island Nursery

Thorney Island Nursery

Unique reference number (URN): 113670 Address: Baker Barracks, Thorney Island, Emsworth, Hampshire, PO10 8DH Type: Childcare on non-domestic premises Registered with Ofsted: 20/08/1992 Registers: EYR, CCR, VCR Registered person: Thorney Island Nursery Committee

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Inclusion Strong standard

Leaders routinely break down barriers that children face in relation to their learning and wellbeing. Children with special educational needs and/or disabilities (SEND) thrive. Staff rapidly identify any additional needs children have and put appropriate strategies in place to support them so that they make progress. Their progress is rigorously monitored by staff and leaders. Staff ensure that children's individual next steps in learning are appropriate and achievable. They adapt the provision to ensure all children can participate. For example, the good use of adaptable equipment means children can reach activities at different heights and join in with their peers.

p.2

Inclusion Strong standard

Leaders ensure that staff receive regular, high-quality training to ensure they are confident in assessing the needs of children with SEND and in how to plan to meet their needs. They are also confident in reviewing their approach and making any changes needed. This ensures that children with SEND receive high-quality care that fully promotes their learning and development.

p.2

Inclusion Strong standard

Staff make a sustainable difference to the lives of children who are considered to be disadvantaged. Leaders ensure that they spend additional funding appropriately. For example, they have purchased resources that support children's sensory needs. Leaders work in partnership with external agencies to ensure that children receive the support they need. In addition, they have developed strong partnerships with parents, and together develop children's individual learning plans.

p.2

Inclusion Strong standard

Staff empower children by providing them with a range of different ways to communicate. For example, staff teach children who are nonverbal to use picture cards to communicate. Children beam when they successfully use the cards to communicate they would like to listen to a story.

p.2

Achievement Expected standard

Children, in particular those who face barriers to their learning, make progress from their starting points. Children receive the support they need to close the gaps in their learning. This helps to prepare them for their next stage of learning, such as school. There is a key focus on developing children's communication and language skills. Children take part in small-group activities designed to boost their communication skills further. They eagerly take turns posting coins through the slot as they communicate with their peers. In addition, children frequently and eagerly sing nursery rhymes, which supports their language development. Children develop their self-esteem and confidence as their achievements are celebrated regularly. Children develop a love of learning and are keen to learn about the world around them. They love stories and looking at books both independently and with staff. This helps to develop their literacy skills.

p.3

Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and kind. There are clear, strong attachments between children and their key person. Staff's and leaders' expectations for children are appropriate to their age and stage of development. This includes making adaptations for children who face barriers to their learning, where necessary. For example, staff skilfully know how far to extend each child's learning. There are clear expectations for children's behaviour and children understand these.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders work with families to ensure children regularly attend, to establish routines that develop children's positive attitudes towards their learning. Children are keen to learn. Staff teach them to become increasingly independent in managing their personal needs. For example, children learn how to wash their hands independently. Children play collaboratively with their peers and are keen to involve each other in their play. For example, they eagerly work together to post discs into a toy to make it dance. They giggle in delight when they succeed.

p.3

Children's welfare and wellbeing Expected standard

Leaders create a safe and welcoming space. Children are warmly greeted by caring staff, who know children's individual circumstances and when they may need further support. For example, when parents are on deployment, staff know which children may struggle with coming into nursery. They deploy effective strategies to meet the needs of these children. Care practices are designed to meet children's individual needs and put their welfare first. For example, staff adapt and modify sleep routines in the baby room so they are unique for each child's needs.

p.3

Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing effectively. They validate children's emotions and help them to express and manage these positively. Staff teach children about healthy habits at mealtimes, as well as supporting children to develop good manners. Children learn healthy eating habits and learn about how food keeps them healthy and strong as they talk with staff over lunch. Staff work in partnership with parents to help develop healthy eating habits. Children develop their physical skills through a range of activities, indoors and outdoors. For example, children develop their fine motor skills as they tip and pour sand between containers. Opportunities for children to explore and climb outside also teach children how to keep themselves safe as they take age-appropriate risks.

p.3

Curriculum and teaching Expected standard

The curriculum is tailored to meet the needs of the children. Staff use assessment well to identify where there are gaps in children's learning and development and, therefore, what their curriculum needs to focus on. For example, there is currently a key focus on children's personal, social and emotional development. Staff have identified that there needs to be a key focus on children feeling safe and secure at the setting as many families are in the military and children often have parents who have been deployed away from home. Staff use photo boards, maps and clocks to talk to children about where their parents are and what fun activities they might be doing, such as visiting the penguins.

p.4

Curriculum and teaching Expected standard

Leaders have a good understanding of the quality of teaching and the effectiveness of the curriculum. They are able to identify key areas for development, such as strengthening staff's understanding of the curriculum. Staff develop children's language skills through a variety of ways, including modelling vocabulary to children as they play. They sing regularly with children, and younger children enjoy choosing their favourite nursery rhymes to sing from the song basket.

p.4

Curriculum and teaching Expected standard

Staff and leaders have a secure understanding of children who face barriers to their learning. They ensure they adapt practices and resources so that all children can participate. For example, children use different types of scissors to cut out their paper crowns depending on their level of development. Staff teach mathematics across the nursery. However, staff's understanding and implementation of early mathematics for the youngest children are not as consistent as they are for the older children.

p.4

Leadership and governance Expected standard

Leaders have an understanding of the provision's strengths and areas for development. They constantly strive to develop the provision further and to enhance the quality of education. For example, leaders role model the high-quality practice they want to see in staff's interactions with children. Leaders manage staff's workloads well and take the time to make sure staff feel valued. They understand that staff are the provision's strongest asset and that this should be regularly recognised.

p.4

Leadership and governance Expected standard

Staff are supported to attend training to develop their skills and practice. Leaders review what they have learned and explore with them how they will put their learning into practice. This ensures that staff have understood the training and are able to put this in practice. Leaders help staff break down barriers that children may face in their learning and help them to overcome these. They ensure that additional funding is used appropriately to meet each child's needs.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children are warmly greeted by kind and caring staff as they arrive at the nursery. Staff instinctively know which children require more support as they start their day. This helps children to feel safe and secure as they settle into the nursery. All children make good progress, and children who face barriers to their learning flourish. They are supported well by staff who plan and adapt the provision to ensure children can participate in all activities.

p.5

What it's like to be a child at this setting

Children take part in a range of activities that are based around their interests. Staff skilfully develop their language as they play. For example, children learn the words 'scoop' and 'pat' as they play in the sand. Children are excited and curious to explore the world around them. Staff facilitate this and encourage children's natural curiosity. For example, children explore

p.5

Inspector:

Natasha Jarvis what paint feels like on their hands and arms as they paint their pictures. Staff use children's interests to develop their physical skills. For example, children make crowns as they cut the shape out independently. Staff introduce the concept of patterns as children make their crowns following a zigzag pattern. Children begin to learn mathematical concepts through play. For example, staff compare objects and talk about 'big' and 'small'. However, some staff are not as confident as others in introducing mathematical language to the youngest children.

p.6

Next steps

Leaders should enhance staff's understanding of how to introduce the language of mathematics into their interactions with the youngest children.

p.6

About this inspection

The inspector spoke with leaders, staff and parents during the inspection.

p.6

About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

p.6

Address:

Baker Barracks Thorney Island Emsworth Hampshire PO10 8DH

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: Thorney Island Nursery Committee

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30,Friday : 07:30 - 15:00

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8